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We spell out the paradigm of exact conditioning as an intuitive and powerful way of conditioning on observations in probabilistic programs. This is contrasted with likelihood-based scoring known from languages such as Stan. We study exact conditioning in the cases of discrete and Gaussian probability, presenting prototypical languages for each case and giving semantics to them. We make use of categorical probability (namely Markov and CD categories) to give a general account of exact conditioning, which avoids limits and measure theory, instead focusing on restructuring dataflow and program equations. The correspondence between such categories and a class of programming languages is made precise by defining the internal language of a CD category. [ABSTRACT FROM AUTHOR]

The 30 million word gap refers to the disparity in early language exposure between low socioeconomic status (SES) children and their higher SES peers, a gap that is thought to negatively impact children’s language development and future academic success. Although many early intervention approaches have proven effective in promoting language development among low SES children, they often fall short in terms of cultural responsiveness, which in turn affects caregiver buy-in. The purpose of the current study was to characterize the language beliefs and practices of caregivers in a region of the Deep South in the U.S., Louisiana, which is a racially diverse state characterized by high rates of poverty, with the goal of informing more strength-based interventions that build on caregiver beliefs and practices. Eighty-three caregivers completed a survey examining their priorities for child development, beliefs and practices surrounding language development, and greatest perceived barriers in supporting their child. Language development and problem-solving skills were the most important aspects of child development across all caregivers. Beliefs about how language develops, which context caregivers most frequently engage with their children, and whom children talk to most differed across racial and SES groups. Despite interventions aimed at modifying low SES caregivers’ language input, these caregivers did not perceive their own language abilities to be a challenge in supporting their child’s language development. The findings from this study highlight differences in beliefs and practices regarding child development among caregivers from racially and socioeconomically diverse backgrounds, which may in turn differentially impact caregiver buy-in of early interventions. [ABSTRACT FROM AUTHOR]

Aims and Objectives/Purpose/Research Questions: The study investigated the relationship between the L2 grit, domain-general grit, foreign language enjoyment (FLE), multilingualism, and self-reported literacy achievement of students learning English as a foreign language (EFL) in public upper-secondary schools in Norway. Specifically, the study sought to identify predictors of students' EFL reading and writing achievement and examine the moderating effect of multilingualism on the relationship between L2 grit, FLE, and such achievement. Design/Methodology/Approach: A quantitative research design was employed, and data were collected through an online questionnaire. Convenience sampling was used to recruit 181 upper-secondary school students learning EFL in southeastern Norway (one participant's responses were discarded because they were incomplete). Data and Analysis: Paired and independent sample t -tests and moderated multiple regression were used to analyse the collected data. Findings/Conclusions: The study found that the perseverance component of L2 grit and daily language use (one of two aspects of multilingualism used in the study) positively predicted both reading and writing achievement (the consistency of interest component of L2 grit only positively predicted writing achievement). In addition, daily language use was found to negatively moderate the relationship between the perseverance component of L2 grit and reading and writing achievement, with the moderating effect dissipating as additional languages were used daily. Originality: The study is among the first to explore the interplay between grit and multilingualism in the Nordic region and examine the relationship between multilingualism, grit, FLE, and achievement globally. Significance/Implications: The study's findings underscore the need for researchers to develop and use more comprehensive multidimensional measures of multilingualism when investigating its effects on language learning in formal contexts, design scales for grit that target specific language skills, and broaden grit-related research to cover the learning of multiple language and non-language subjects concurrently. [ABSTRACT FROM AUTHOR]

Aims: By applying the framework of positioning theory, this study seeks to gain insight into how bilingual partners position themselves and each other when emotionally conveying their thoughts and feelings. Methodology: Based on the data collected through in-depth interviews, a qualitative analysis has been conducted to obtain the sociolinguistic complexity of private discourse between bilingual couples. Since the idea of discourse as a dynamic process of negotiating meanings by individuals is placed at the core of positioning theory, conversation is viewed as a social interaction. Data and analysis: The analysis herein presents the concept of 'role' in narratives which shows how individuals locate themselves and each other in talk, which has been illustrated by selected excerpts. Findings and conclusions: The data analysis of the researched couples discloses a range of language practices caused by emotions. The findings provide qualitative insights by testing the positioning theory as a means to investigate bilingual couples' talk from a micro-cultural perspective. Originality: This study enunciates positioning theory in a critical approach for a better grasp on the ways of language use in private language contact. It unfolds an account of the dynamics of emotional situations in intimate relationships. Significance and implications: The study is intended to provoke a keen reflection on the phenomenon of language use by bilingual couples. The findings contribute to the ongoing discussion of bilingual practices at home, while the exploration of bilingual couples' talk through a positioning lens helps understand bilingualism 'in action'. [ABSTRACT FROM AUTHOR]

Language teachers cannot help their students develop high levels of metalinguistic knowledge and language aptitude if they themselves are found lacking in these abilities. This article reports on a study that utilised a descriptive correlational mixed-methods research design to gather data from 89 multilingual teachers of English, Chinese, French, German, and Spanish from secondary schools regarding the relationship between their language aptitude, metalinguistic knowledge, language maintenance habits, self-efficacy, and anxiety. The findings revealed that participants' metalinguistic knowledge, anxiety, and formally acquired multilingualism positively correlated with their language aptitude. Moreover, those possessing advanced language aptitude engaged in language maintenance habits that were both quantitatively and qualitatively different from those who exhibited weaker aptitude. IZOH (O'ZBEK): Agar, til o'qituvchilarida yuqori darajadagi metallingvistik bilim va til qobiliyati yetishmayotgan bo'lsa, ular o'z talabalariga bu ko'nikmalarni rivojlantirishga yordam bera olishmaydi. Ushbu maqolada o'rta maktablardan ingliz, Xitoy, frantsuz, nemis va ispan tillarining 89 nafar ko'p tilli o'qituvchilarining til qobiliyatlari, metalingvistik bilimlari, tilni saqlash odatlari, o'z-o'zini samaradorligi va xavotirlari o'rtasidagi bog'liqlik haqidagi ma'lumotlarini tavsiflovchi korrelyatsion aralash usul yordamida to'plagan tadqiqot hisoboti keltirilgan. Topilmalar shuni ko'rsatdiki, ishtirokchilarning metallingvistik bilimlari, tashvishlari va rasmiy ravishda o'rganilgan ko'p tillilik ularning til qobiliyati bilan ijobiy bog'liqdir. Bundan tashqari, ilg'or til qobiliyatiga ega bo'lgan ishtirokchilar tilni saqlash bo'yicha faoliyat bilan shug'ullanadilar, ular zaifroq qobiliyatga ega bo'lgan ishtirokchilardan miqdoriy va sifat jihatidan farq qiladi. PLAIN LANGUAGE SUMMARY: Language teachers should ideally be good at learning and using languages themselves so that they can assist their students in developing effective language learning habits and advancing more rapidly. This ability (i.e., being good at learning and using languages), however, has been little explored among language teachers, though research suggests that it could be predicted by how adeptly teachers can explain language rules, structure, and use to their students, including how confident or anxious they feel when doing so. It may also be related to how many languages teachers have learned and the extent to which they make efforts to maintain their proficiency in the languages they teach since learning multiple languages and actively working to maintain their language skills could lead to a deeper understanding of language learning processes, making them better equipped to support their students in their language learning journey. Eighty-nine teachers of English, Chinese, French, German, and Spanish from secondary schools completed a test evaluating their ability to learn languages effectively. They also participated in interviews aimed at understanding how comprehensively they could identify, explain, and correct language errors made by students, their anxiety and confidence when doing so, the number of languages they had learned, and the measures they took to maintain their proficiency in the languages they taught. The findings revealed that participants who had learned more languages and were more competent in identifying, explaining, and correcting language errors were also better at learning and using languages. They also engaged in activities that were different from those preferred by participants with less skill in learning and using languages. [ABSTRACT FROM AUTHOR]

This corpus-based study investigates lexical richness in English writing by Chinese senior high school students. Lexical uses in 303 compositions were compared across three grades in terms of lexical sophistication, variation, density and errors. Timed compositions were sampled from Writing Corpus of English Learners, and the sample sizes of three grades remained almost the same. The data were analysed through Range and Lexical Complexity Analyser to compute the four measures. In general, it is found that these students used a limited range of vocabulary and committed a number of lexical errors. In particular, one-way ANOVAs, Kruskal-Wallis tests, and post-hoc analyses showed that the growth of sophisticated word ratio accelerated in the first two years but decelerated in the third year. Lexical variation gained a significant increase across grade levels. Lexical word ratio decreased remarkably but increased slightly during the three-year learning. There were non-significant decreases in lexical errors between adjacent grade levels. These lexical features can be largely attributed to students' insufficient mastery of cohesive devices, improper English instruction in classes and pressure of the National College Entrance Examination. Based on these findings, we provide suggestions for foreign language teaching in senior high schools in China and other educational contexts. [ABSTRACT FROM AUTHOR]

Thanks to a wealth of research on college student retention, we have today a good understanding of the factors that facilitate student success. However, actions taken to promote student success are far from always effective. The teaching–learning environments differ between institutions and provide, to a greater or lesser extent, the conditions that contribute to student success. The purpose of this case study is to test a method, based on a questionnaire and the use of effect sizes, to establish a "profile" of a particular university department to identify to what extent five conditions for student success (institutional commitment, expectations, support, feedback, and student involvement) contributed to student success in courses given at this department. The practical implications of the profiling method used in the study are discussed. [ABSTRACT FROM AUTHOR]

Academic buoyancy, recognized as a key component of positive personality traits in learning, has garnered significant attention. However, most research on buoyancy is limited to general educational contexts, lacking a comprehensive theoretical framework that poses challenges in evaluating buoyancy's impact on learners within the domain of second language acquisition (SLA). This study seeks to bridge this gap by investigating academic buoyancy within the realm of foreign language learning, specifically among university students in mainland China studying English as a foreign language (EFL). The study comprises two phases, with a total of 632 EFL participants. In the initial phase, a 32-item scale was tailored to the present study, drawing on scales from previous buoyancy-related research. Item analysis and exploratory factor analysis were subsequently conducted with a sample of 209 students. The phase retained 21 measurements and identified three main components of buoyancy: sustainability (the ability to persist despite difficulties), goal-orientedness (the focus on achieving specific learning objectives), and controllability (the perception of managing learning challenges). In the second phase, the refined questionnaire was administered to an additional 423 students, and the data underwent confirmatory factor analysis. A reliable 12-item scale was obtained that accurately reflects the identified components of academic buoyancy. By elucidating the structure of buoyancy, this study offers valuable empirical insights that can guide pedagogical strategies and strengthen learner buoyancy in language learning contexts. The findings contribute to the broader discourse on positive personality traits in education, highlighting the importance of fostering buoyancy in language learners to support their academic success. [ABSTRACT FROM AUTHOR]

This study examined vocabulary in a large corpus (about 900,000 tokens) composed of T’es branché series textbooks, workbooks, and reading resources, spanning four different linguistic levels from beginner to advanced, used to teach French as a foreign language in US secondary schools. The corpus analysis looked at coverage of the 25,000 most frequent French lemmas in the corpus and showed that vocabulary appearing in the series spread across all frequency bands examined, with the highest concentration predictably in the first five bands. In terms of frequency of occurrence in the materials, examination of words repeated at least 12 times across the four levels yielded concerning results; on average, only 52.73%, 37.93%, and 22.25% of the first thousand lemmas occur with fair repetition across, respectively, textbooks, workbooks, and additional resources. From the second thousand band onward, on average, under 20% of the lemmas in each level re-occurred 12+ times across textbooks and workbooks, and below 5% across reading resources. These results suggest that, beyond the first 1,000 most frequent French lemmas, these learning materials are unlikely to be conducive to incidental vocabulary learning via extensive reading, given the low percentage of words in subsequent bands repeated 12+ times. [ABSTRACT FROM AUTHOR]

The concept of translanguaging is increasingly prevalent in the field of foreign language teaching, generating efforts to understand how foreign language teachers use translanguaging and introduce its benefits in the classroom. However, current understandings of teachers’ uses of translanguaging do not yet sufficiently reflect its complexity. Moreover, an integrated model that helps bridge the gap between theory and practice has not been proposed, a criticism often raised by skeptics of translanguaging. To address the need for an increased understanding of translanguaging practices, a meta-ethnographic synthesis of 17 translanguaging studies on teacher-student interactions in foreign language environments was conducted. A synthesis of 96 contextualized excerpts from the studies resulted in a four-layered model, comprising resources, methods, functions, and identity and culture as well as nine components of these layers, which are explained with examples. Findings and discussion are centered on how the model promotes a multifaceted understanding of pedagogical translanguaging and its potential to guide teachers in their translanguaging practices. The model may provide an analytical tool for an in-depth understanding of translanguaging and serve as a searchable directory of related terms for those seeking to explore the notion of translanguaging. [ABSTRACT FROM AUTHOR]

The central role of the state and its partners in business as authors of football development in China has led scholars to foreground institutions, policy, political motivations and outcomes. Grassroot expressions of football culture have generally been sidelined in favour of analyses of the politics-business nexus, governance, public health etc, creating the impression that football culture in China is a top-down enterprise driven exclusively by political and politically connected commercial interests. In this article, we recentre grassroots engagement with football by examining aspects of the digital involvement and contribution of audiences and fans to Chinese football culture. Specifically, we investigate discursive components of online football fan culture and demonstrate through an analysis of language and practices how such communities engage with the game creatively. [ABSTRACT FROM AUTHOR]

In this contribution, the ESSG of Annaba mandates proficiency in French for following academic courses. The study examines the language practices and challenges faced by students, primarily from diverse geographical areas. The findings reveal passive French skills and difficulties in oral expression and understanding of technolect. The transition to instruction in French is challenging, necessitating tailored pedagogical strategies. Various initiatives are recommended to enhance French proficiency and promote academic and professional success. [ABSTRACT FROM AUTHOR]

In this contribution, we focus on the place of the cultural component in teaching practices in French classes. Indeed, the teaching/learning of French as a foreign language is not limited to mastering the linguistic component, but also implies the acquisition of cultural competence. From this perspective, we conducted a survey by interviewing thirty middle school teachers about their teaching practices in French as a foreign language classes. Through this study, we try to propose solutions for a teaching that does not dissociate FLE from its cultural content. [ABSTRACT FROM AUTHOR]

The study analyses the importance of vocabulary memorisation for general linguistic development. It compares the impact of two different teaching designs in teaching of German as a foreign language at university level. While the experimental group memorises vocabulary using an app, the control group works on vocabulary through reading tasks. At the end of the intervention, performance is measured in terms of general language proficiency using a C-Test and the students' perception of various aspects of vocabulary learning is investigated by means of a survey. Also, for the experimental group, students' preferences for vocabulary learning activities using the application are analysed to relate them to their performance. The results of the C-Test show that the experimental group obtains a higher score. Analysing the preferences of the learning activities with the app, it can be deduced that the students prefer to use activities that involve receptive learning. However, students who use more frequently learning activities involving active learning obtain better results in the C-Test. In general, students consider vocabulary learning to be difficult, while the use of the app is evaluated positively. [ABSTRACT FROM AUTHOR]

The study aims to evaluate the efficacy of mobile applications within language education, as well as to understand how this technology affects language learning outcomes and student perceptions. The research methodology rests on the development and testing of mobile technology interventions for learning English in an educational setting. The study used a mixed approach to analyze the data. This included a language proficiency test, such as the College English Test 4 (CET-4). Additionally, attitudes towards the mobile assisted environment for learning English by conducting a qualitative survey using a 5-point Likert scale were assessed. Two popular applications in China (Keke English and Lanren English) were used according to the research objectives. The study involved a sample of 190 students studying English as a foreign language (EFL) at three public colleges in China. The distribution of language proficiency levels in both the control and experimental groups showed differences in the preliminary test, while the experimental group demonstrated a slightly higher level of language proficiency. After the intervention, in the experimental group, there were significant improvements in various aspects of language proficiency. The improvement is evident in the post-test results of the experimental group, as reflected by a t-value of approximately 13.249. This result suggests the effectiveness of the intervention. Negative percentages (≈-50.0% and ≈-16.7%) indicate a decrease in the proportion of students with the B1 (intermediate) level after the intervention. Thus, some students managed to reach higher levels of language proficiency (B2, C1). The practical significance of the research findings lies in their potential to improve the practice of language teaching, especially in the context of English language teaching in Chinese colleges. [ABSTRACT FROM AUTHOR]

Kazakhstan is now embracing a trilingual education policy through the use of Kazakh, Russian, and English as mediums of instruction. The policy expects multilingual practices from the teachers of content disciplines; however, the same cannot be said for English language teachers. English language teachers are still trapped in English-only practices, making them rely on only the target language when teaching. I, as a Kazakhstani teacher who worked in a trilingual school, decided to challenge this monolingual perspective and try to incorporate multilingual practices into my teaching. In this article, I present my reflections on my past and current teaching beliefs and propose that multilingual practices in the form of pedagogical translanguaging can be seen as legitimate teaching strategies that can be part of ELT classrooms. [ABSTRACT FROM AUTHOR]

This study investigated the effects of spaced and massed repetition on the acquisition and retention of English /b/ and /p/ sounds among Saudi English as a foreign language (EFL) learners. Forty-nine university students participated in a quasi-experimental design comparing two learning conditions: massed repetition and spaced repetition. Participants were taught the pronunciation of 40 new English words containing the target sounds through video-based instruction. The experiment utilized a within-subjects design, where each participant in both the control and experimental groups was exposed to a total of 40 words: 20 words taught using massed repetition and 20 words taught using spaced repetition. Pronunciation performance was assessed through tests administered immediately after the treatment (Time 1) and after 4 weeks post-treatment (Time 2). The study also explored the interaction between repetition type and input variability by incorporating High Variability Phonetic Training and Low Variability Phonetic Training conditions. Results revealed significant differences between spaced and massed repetition, with spaced repetition showing superior outcomes in both immediate and delayed tests. The study revealed no significant differences were found between High Variability Phonetic Training and Low Variability Phonetic Training conditions. These findings contribute to our understanding of effective pronunciation training methods in EFL contexts and highlight the importance of distributed practice in language learning. [ABSTRACT FROM AUTHOR]

This article presents the findings from a study that explored how the language practices and management to which 156 students from universities in China reported being exposed at home, alongside their language beliefs, use of their entire linguistic repertoire when reading, listening, speaking, and writing at university, and emotions related to being multilingual predicted the language practices and management they envisioned for their own families. Data were gathered through a comprehensive questionnaire administered on campus. The results revealed that the more participants reported exposure to multilingual language practices at home and the stronger their beliefs in the benefits of a multilingual upbringing, the more determined they were to implement multilingual language practices with their own families. Moreover, using languages fluidly at university correlated positively with participants' desire to adopt a more conscious approach to language management in their future families. [ABSTRACT FROM AUTHOR]

ABSTRACT Online education may induce different negative emotions and emotional reactions in language learners. One such reaction emerging from emotional experiences in online contexts is academic disengagement, which has been limitedly examined in L2 research. To fill this lacuna, this study has been done to probe into the sources and solutions of student disengagement in online L2 classes from the perspective of Chinese and Iranian students. To accomplish this, through maximum‐variation sampling, a sample of Chinese (n = 164) and Iranian (n = 150) students was selected to take part in this inquiry. Then, an open‐ended questionnaire was virtually distributed among participants. Participants' answers to the open‐ended questions were thematically analyzed using MAXQDA software. The findings of the thematic analysis reveal that both Chinese and Iranian L2 learners had a similar view of the sources of academic disengagement considering the outcome of different online‐related, teacher‐related, learner‐related, and course/task‐related issues. The findings also show that the majority of Chinese and Iranian L2 learners attribute student academic disengagement to online‐related issues, including limited face‐to‐face interactions, technological breakdowns, and a boring learning atmosphere. To address the issue of student disengagement, the participants of both contexts report three broad categories, namely teacher‐related, student‐related, and administrator‐related solutions. The solutions offered by the participants imply that both Chinese and Iranian L2 learners hold students, teachers, and educational administrators responsible for student disengagement in online classes. The findings may help L2 instructors and educational managers respond to student disengagement in online language classes effectively. [ABSTRACT FROM AUTHOR]

Self-development is a crucial aspect of language teaching as it fosters various dimensions of language teacher cognition, affect, and identity, ultimately contributing to better learning outcomes. Most studies on language teacher self-development have examined language teachers' cognitive, affective, and identity-related reactions to particular programmes, often exploring variables in isolation. They have also rarely investigated the self-development practices teachers undertake to support their language teaching ability (LTA). This article reports the findings from a quantitative study on the self-development practices implemented by 113 foreign language teachers of English, French, German, and Spanish in tertiary education to sustain and augment their LTA. Adopting a complex dynamic systems approach, the study employed an online questionnaire to ascertain how variables such as participants' anxiety, beliefs about the status enjoyed by their taught languages among the university administration, colleagues, and society, multilingualism, study and teaching abroad experiences, education level, and interaction mindsets influenced their LTA-related self-development practices. The findings revealed that only participants' interaction mindsets statistically significantly predicted such practices. The article discusses the implications of these results for teacher educators, researchers, and educational institutions, and provides recommendations for the way forward. [ABSTRACT FROM AUTHOR]

Although research on content and language integrated learning (CLIL) has shown that CLIL instruction may enhance students' second or foreign language learning compared to regular foreign language instruction, there are also studies that have indicated similar language development between CLIL and non-CLIL students. However, CLIL can be organized and implemented in many different ways and thus, it is necessary to identify the specific features of various CLIL contexts when comparing learning outcomes. In this study, CLIL implementation at three Swedish upper secondary schools was explored and compared. Further, students' development of second language (L2) English productive academic vocabulary was compared over three years between CLIL groups at different schools as well as between CLIL and non-CLIL groups (n = 230), using corpus-based methods. The results revealed significant differences in the progression of L2 academic vocabulary between CLIL groups that may be attributed to substantial differences in CLIL implementation, e.g. with regard to the time allotted for CLIL, teacher availability and the balance between first language (L1) and L2. At the school where the CLIL group's L2 productive academic vocabulary progressed more than in other groups, both Swedish and English were languages of instruction, increasing the proportion of English over the three years; in the third year, English dominated as the language of instruction. The results indicated similar development of L2 academic vocabulary between CLIL and non-CLIL groups when CLIL implementation was very limited in scale and scope. Further, the results showed that apart from vocabulary, CLIL teachers of non-language subjects generally paid very little attention to other aspects of language. [ABSTRACT FROM AUTHOR]

Robotics education and robot-embedded learning have become focal points in recent interdisciplinary and innovative education. Despite the identified opportunities, there are still limitations and considerations before integrating educational robotics into foreign language education on a large scale. This survey investigates foreign language teachers' perceptions and acceptance of teaching with educational robotics and robot-assisted language learning. To achieve this, the ERPA scale, containing five subscales measuring teachers' technological, pedagogical, and content knowledge, and the perceived usefulness of robots, was adapted as the data collection instrument. The scale consisted of 19 items based on a 5-point Likert scale. A total of 109 foreign language teachers from Spain participated in the survey. The results suggest a positive relationship between teachers' basic digital competence, technological knowledge of robot usage, pedagogical knowledge in foreign language teaching, and perceived usefulness of robots. Additionally, the length of service and target language positively affect acceptance. This research contributes to current educational robotics studies by identifying features of robots considered suitable for language teaching, such as animal-like embodiments instead of humanoid forms. [ABSTRACT FROM AUTHOR]

Copyright of Profile: Issues in Teachers' Professional Development is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper investigates storylines from newcomers' perspectives on their experiences of learning mathematics in an introductory mathematics classroom setting in Norway. We engaged in participatory research at a school over time. The data in this article come from observations and conversational interviews. Positioning theory guided our analysis in identifying storylines and related positionings. Our analysis provided us with the following four storylines: (1) newcomers find mathematics easy because they are also learning a new language; (2) newcomers experience tensions when learning mathematics in a new language; (3) newcomers find math teachers extra kind and find that they extend their help to them more than usual; (4) newcomers seek alternative resources for learning advanced mathematics. The identified storylines serve as a valuable resource to understand the newcomers' wishes and desires for their mathematics education in a context of not yet knowing the language of instruction and educational culture. We recommend listening to newcomers' perspectives of their experiences and recognizing the strengths they bring to the classroom to understand how they navigate their situation while learning mathematics in multilingual mathematics learning settings. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Modern Research in English Language Studies is the property of Imam Khomeini International University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The integration of English into the education domain continues to expand steadily. Language policies in educational institutions are shaped according to the English requirements of respective countries. With the recognition of English as a lingua franca, it has taken on a significant role as the medium of instruction (EMI) in Turkish universities, with an increasing number of programs now being offered in English. For higher education institutions aiming to improve their rankings, establish a strong reputation, and enhance visibility, English is a critical factor. As a result, many opt to provide undergraduate programs in English. This study aims to determine the attitudes of lecturers toward full EMI programs. A qualitative research design was employed, with data gathered through semi-structured interviews with lecturers and classroom observations. The sample was selected using purposive sampling to ensure that participants had substantial experience with EMI. Thematic analysis was used to analyze the data, identifying key themes and patterns. Despite the inherent challenges of EMI, the findings revealed that lecturers hold positive attitudes towards EMI. Additionally, they emphasized the need for short-term, context-specific professional development opportunities focused on both language proficiency and pedagogical skills for EMI. These findings offer valuable insights for improving the overall quality of EMI and for guiding university policies to better meet the evolving needs of EMI programs. [ABSTRACT FROM AUTHOR]

In science, subject-specific languages have a communicative and epistemic function. Thus, in science education learners need to both learn the language of science and learn through this specific language. Based on the assumption that learning subject-specific languages can be compared to second language acquisition, the study transfers Task-based Language Teaching to science education and explores the language needs of Austrian upper secondary school learners in science education when writing a Pre-Scientific Paper (PSP), using multiple methods (semi-structured interviews, online questionnaires) and data sources (curriculum, learners, teachers). The study reveals pre-scientific writing as a relevant overall task, identifies over 30 target tasks, describes subject-specific linguistic challenges students face when performing these tasks and shows how they are supported in their pre-scientific writing skills. Altogether, the paper shows the importance of having a more regular and systematic implementation of subject-specific language tasks in upper secondary science education. [ABSTRACT FROM AUTHOR]

Continuation Task, which closely links language inputs and outputs, is considered to be an effective method in foreign language learning. This paper is an empirical research that investigates the effects of interaction and alignment of Continuation Task in Chinese as a Second Language (CSL) writing. The participants are a total of 30 Cambodian native speakers, who are arranged to one continuation group (Group A) and one control group (Group B), with every group consisting of 15 participants. Group A adopts the Continuation Task approach, and providing known texts, the participants are required to first read and then complete writing. The participants in Group B have to finish writing after listening to the known texts, without providing known texts. The results show that: (a) The Continuation Task can trigger Cambodian Chinese learners' multi-level interaction and alignment effects between continuation compositions and known texts, which are mainly manifested on vocabulary, grammar, discourse cohesion, and situation mode. (b) The Continuation Task can reduce language errors and improve the writing quality of Cambodian Chinese learners. Therefore, the Continuation Task plays a critical role in promoting learning, which further indicates its adaptability in Chinese learning. [ABSTRACT FROM AUTHOR]

The integration of Artificial Intelligence (AI) in foreign language teaching is undergoing significant transformation, and as a result, there is a need to conduct research on Human-AI Interactive Negotiation Competence (HAINC) and interaction mindsets. This study conducted a survey at a Project 211 university in China to collect data on the HAINC and interaction mindsets of university English learners. The collected data were then quantitatively analyzed. The results revealed that the HAINC of university English learners is at an above-average level. Although learners have a relatively comprehensive understanding of AI, they lack the practical application skills necessary to reinforce theoretical knowledge. Furthermore, the study uncovered significant differences in interaction mindsets among learners with varying levels of HAINC, with only a small proportion possessing both high-level cognitive abilities and effective interaction strategies. This paper discusses the implications of these findings for foreign language teaching and expands the scope of research on HAINC, aiming to provide insights for the development of human-AI foreign language learning environments. [ABSTRACT FROM AUTHOR]

The bulk of recent research on generative AI (GenAI) in education mainly focused on its potential pedagogical uses as well as how students actually exploit such tools during learning, while little has been done to systematically investigate how teachers integrate those tools in different parts of their teaching process. To bridge this gap, the present study conducted in-depth interviews with 17 university English as a foreign language (EFL) teachers in mainland China, and scrutinized their different phases of teaching for any GenAI involvement. Through the lens of the ADDIE model (i.e., analysis, design, development, implementation, and evaluation), it was found that GenAI tools were mainly involved in the development stage (e.g., devising teaching activities and developing teaching materials). During the implementation stage, teachers merely introduced GenAI tools to their students, through means such as demonstrations and workshops, indicating a lack of organic integration of those tools into curriculum-based activities. GenAI involvement in the other three stages of instruction was reported to be none to minimal. The participants also shared both positive and negative experiences with GenAI in their EFL instruction. These findings highlight the urgent need for providing stage-specific professional training on how to integrate GenAI into different instructional stages and developing specialized educational GenAI programs that can produce accurate and high-quality outputs. Other implications for incorporating GenAI into education are also discussed. [ABSTRACT FROM AUTHOR]

ABSTRACT The use of artificial intelligence (AI) technologies in second/foreign language education has recently gained a bulk of attention. However, the emotional experiences of English as a foreign language (EFL) learners in AI‐mediated classes have been ignored. To fill this gap, the present qualitative study examined 34 Chinese EFL students' perceptions of AI‐induced emotions and regulation strategies. A semi‐structured interview and a narrative frame were used to collect the data. The gathered data were thematically analysed through the latest version of MAXQDA software (v. 2023). The findings revealed that Chinese EFL students had mostly experienced positive emotions of ‘motivation’, ‘excitement’, ‘engagement’ and ‘confidence’. On the negative side, they reported experiencing ‘frustration’, ‘anxiety’ and ‘stress’ more frequently in their classes. Furthermore, the study indicated that the participants had used six strategies, namely ‘seeking help from others’, ‘shifting attention’, ‘cognitive change’, ‘persistent practice’, ‘staying positive’ and ‘suppression’ to regulate their AI‐induced emotions. The findings are discussed and implications are provided for EFL students and educators to understand the emotional aspect of AI injection into L2 education. [ABSTRACT FROM AUTHOR]

Attitudes are crucial in education, impacting students' motivation, engagement, and achievement. This study explored Omani high schoolers' attitudes towards learning English and the differences in their attitudes per their demographics and other variables. The Attitudes Toward English scale was used with 576 students. The findings showed that the students' attitudes were mildly positive and that significant differences also emerged. Private school and science-track students showed more positive attitudes than government school and humanities students. Supplementary training also improved their attitudes, and parental education levels positively predicted their attitudes. More favorable attitudes strongly correlated with higher English achievement, indicating a need to nurture positive perspectives. The study provided insights into Omani students' attitudes toward English and showed that fostering positivity might enhance students' motivation, proficiency, and outcomes. Further research can evaluate interventions for shaping students' constructive attitudes. [ABSTRACT FROM AUTHOR]

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The outbreak of the COVID-19 pandemic accelerated the global shift to online education at all levels, presenting dramatic changes and challenges. For foreign language teaching (FLT) in particular, the need to tackle difficulties and improve teaching requires a re-examination of teacher agency from an ecological perspective, especially the evolving and ever-changing roles undertaken by teachers at different stages of the teaching process. This study systematically reviews existing research on online FLT at the college level during the pandemic, aiming to develop a comprehensive model of teacher agency based on teachers' roles and identities that proved effective during this period. After conducting a keyword search among Web of Science database in four categories (SSCI, SCI-Ex, A&HCI, and ESCI) and following the Preferred Reporting Items for Systematic Review and Meta-analysis Protocol (PRISMA-P 2020) and the clustering techniques of VOSviewer, we selected 39 peer-reviewed publications for this study. Our findings suggest that effective online FLT requires teachers to integrate multiple roles at different stages: before, during, and after online teaching. Specifically, six critical roles were identified, including technician, designer, motivator, communicator, assessor and facilitator, which as a whole contribute to the ecology of teacher agency. This review provides a model for understanding teacher agency during the pandemic, offering key insights for future research on online FLT. [ABSTRACT FROM AUTHOR]

ABSTRACT This study investigated the effectiveness of the flipped learning model, compared with the nonflipped learning model, in improving second/foreign language metacognitive listening awareness and perceived strategy use. For this purpose, 40 young adult learners studying English as a foreign language in two intact classes were selected. They were assigned into flipped and nonflipped groups, which received flipped and nonflipped instruction, respectively. A mixed‐methods embedded design was adopted. Data were gathered by employing the Metacognitive Awareness Listening Questionnaire and diaries. Analysis of covariance and thematic analysis revealed that the flipped model significantly fostered the learners' metacognitive awareness and strategy use in listening. Although the strategies related to planning and evaluation, person knowledge, directed attention, mental translation and problem solving were used in both groups, the flipped group demonstrated a greater tendency to use the metacognitive strategies requiring high‐order processes. Flipped learning can drive L2 students to become metacognitively strategic listeners. [ABSTRACT FROM AUTHOR]

Teaching English as a foreign language (EFL) is a priority globally, but pedagogical methods do not always keep up with the evolving needs of learners. Problem-based learning (PBL) is an innovative pedagogical approach that facilitates students' self-regulated learning, thereby improving their English proficiency. The present systematic literature review therefore concentrates on the application of PBL methodology in improving students' English language proficiency. It was conducted according to the systematic review and meta-analysis Preferred Reporting Items for Meta-Analyses (PRISMA) review methodology. In total, 27 articles related to PBL to improve English proficiency published between 2012 and 2023 were identified from Web of Science, Scopus, ProQuest, ERIC, and ScienceDirect databases. In the light of the findings, PBL has a positive effect on students' behaviour, academic performance, and critical thinking. Consequently, this paper contributes to policy makers, educators, and students to improve the English proficiency of students at all levels of education using PBL approach. [ABSTRACT FROM AUTHOR]

This study examines the correlation between students' flow experience and passive resistance to learning in the context of German as a foreign language education. A quantitative, descriptive-correlational research design was employed. Data were collected from 378 high school students enrolled in their second German course, utilizing the Turkish versions of the "Flow Short Form Scale" and the "Passive Resistance to Learning Scale." Data analysis was conducted using quantitative methods. The findings reveal a weak negative correlation between flow experience and passive resistance to learning. Positive psychological factors such as happiness, enjoyment, interest, perceived necessity of the course, and the student-teacher relationship were found to significantly impact both variables. The study suggests that educators should consider these factors when developing instructional strategies aimed at enhancing flow experiences and reducing passive resistance to learning, ultimately leading to improved educational outcomes. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the author discusses articles within the issue on topics including social contacts of study-abroad students in different linguistic contexts, peer interaction dynamics and second language learning trajectories during study abroad, and proficiency development in written diaries of Catalan/Spanish university students.

Recent research on second or additional language (L2) pragmatics instruction in study abroad has incorporated the technique of encouraging students to gather data about pragmatics, for example, by asking members of the host country to complete questionnaires, practice using pragmatic features, or answer questions about pragmatics (e.g., Hernández, 2021; Mir, 2021). Such studies have reported positive learning outcomes of pedagogical interventions involving this technique but have not closely examined the nature of the talk about pragmatics among students and local people. The goal of this study is to examine talk about irony in Spanish elicited through an instructional activity carried out by study‐abroad students in Mexico and their Mexican interlocutors, focusing on the information that the latter provide. The findings revealed that Mexican interlocutors provided examples of irony, metapragmatic explanations, and corrective feedback but that there was considerable individual variation. A one‐page Accessible Summary of this article in nontechnical language is freely available in the Supporting Information online and at https://oasis‐database.org. [ABSTRACT FROM AUTHOR]

As the impact of COVID 19 is waning and life is coming back to normal, many universities, after weighing the advantages and disadvantages of online teaching, have started experimenting with various teaching methods. A 3-year long period of COVID-impacted teaching has changed the way instruction of foreign language in general and of Hindi-Urdu in particular is delivered. From the initial haste in transitioning the remaining part of the academic year 2019-20 to online teaching, then through full online teaching of 2020-21 and on and offonline teaching in 2021-22, to the returning to normalcy in 2022-23, the three-year period has kept the teachers on their toes to be ready for any sudden changes and adjusting to the changes to the teaching modes. In this paper, I aim to provide a comprehensive overview of the 3-year period how the Hindi-Urdu language program at the University of British Columbia (UBC) adapted its teaching method in response to the evolving challenges posed by the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI)‐driven learning has become an irreversible trend in foreign language education. Scholars are increasingly focusing on this field, yet few have examined its impact within English literature classes. To fill this gap, we designed an 8‐week intervention study with mixed methods and recruited 90 students, with 42 in the experimental group and 48 in the control group, matched for average age, English proficiency and gender ratio. Critical thinking levels were measured before and after the intervention using a standardised assessment tool. In the experimental group, students used AI tools (ChatGPT‐3.5, Bodoudou, SummarizBot, etc.) to generate and answer text‐related questions, and participate in interactive quizzes and AI‐assisted debates during classes, while the control group followed traditional methods without AI tools. The findings revealed a statistically significant improvement in the critical thinking skills of the experimental group compared to the control group, as measured by pre and postintervention assessments (p < 0.05). This suggests that AI tools can effectively enhance critical thinking abilities in English literature classes. This study not only contributes to the emerging discourse on AI in education but also offers practical implications for integrating AI technologies to support and enrich the learning experiences of EFL students in literature classes. The findings have the potential to guide educators and policymakers in designing AI‐driven educational strategies that are culturally responsive and pedagogically effective. [ABSTRACT FROM AUTHOR]

Despite the burgeoning research interest in collaborative L2 writing, it is underrepresented in the literature regarding how teachers use such activities within real‐world classroom settings. This case study seeks to offer a comprehensive understanding of the practices adopted by two EFL teachers in implementing collaborative writing within Chinese university contexts. Drawing upon Activity Theory, the study delineates the teachers' practices into two distinct activity systems, elucidating the production, distribution and exchange aspects of their activities taken in implementing a collaborative writing project. The findings reveal that while both teachers utilised a variety of instructional tools and pursued similar outcomes, they exhibited different features in the exchange and distribution aspects of their activity systems. The differences were manifested in their adherence to the norms, regulations and principles governing collaborative writing in their teaching environments, wherein the teacher, students and university each assumed distinct roles. Implications are provided for the effective integration of collaborative writing practices in language education. [ABSTRACT FROM AUTHOR]

Identity serves as a valuable lens through which to investigate, understand and facilitate teacher learning during curriculum reform. Identity learning is the core process of educational change, with teacher emotion at the heart of professional learning processes. In this study, we traced the 1‐year journeys of four Chinese EFL teachers during a tertiary EFL curriculum reform that focused on ideological and political education. The Dynamic Systems Model of Role Identity was utilised to understand identity learning. By drawing on interviews, documents and observations, we collected rich data and analysed four types of identity learning along a continuum from fake learning to transformation, mediated by teacher emotion. A multiplicity of emotions acted as indicators and potential catalysts for identity learning. However, an overly demanding context might lead to a retrogressive identity learning trajectory. The integration of ideological and political education in foreign language education was also discussed. [ABSTRACT FROM AUTHOR]

This study, conducted within the lexical approach paradigm, examines the influence of context and corpus-based instructional practices on enhancing lexical proficiency. The research specifically focuses on the instruction of the polysemous verb "al-" (to take/get). The quantitative aspect of the study was designed using a pretest-posttest matched control group; 21 students at the B1-B2 level constituted the experimental group, while 20 students comprised the control group. In the qualitative aspect, interview and error analysis techniques were used; the qualitative results were used to elaborate the quantitative results. A retention test was conducted for the experimental group nine weeks after the post-test. Interview data were analyzed through inductive qualitative analysis, while activity booklets were examined through error analysis. The findings indicated that the lexical approach for the instruction of the polysemous verb 'al-' was effective in enhancing student achievement. The results of the achievement test showed that the mean scores of the experimental group on the post-test were higher than those of the control group in literal, connotative, figurative, and idiomatic meaning sub-dimensions, and this difference was statistically significant. According to the error analysis, the students showed a decreasing trend in the number of errors made in linguistic units containing the verb "al-" throughout the process. The results of the interviews support the positive outcomes of the implementation. It has been concluded that instructional practices prepared within the lexical approach are effective in enhancing vocabulary proficiency. [ABSTRACT FROM AUTHOR]

The aim of this study is to determine the frequency of use of keywords in master's theses in the field of teaching Turkish to foreigners. The sample of the study consists of 236 master's theses published in YÖK National Thesis Centre between 2022-2024. As a result of the study, 557 keywords were identified in the theses. The total frequency of use of these keywords is 1018. These identified keywords were categorised according to subject headings based on the topics in the literature. These titles are; linguistics, language teaching, Turkish teaching in the world and in Turkey, language skills, listening skills, speaking skills, reading skills, writing skills, vocabulary teaching, grammar teaching, culture teaching, language teaching methods and techniques, language teaching theories, Turkish as a foreign language teaching programme, use of materials and technological tools in teaching Turkish as a foreign language, competences of Turkish instructors, competences of foreign students, studies in the literature, measurement and evaluation. At the end of the research, it was determined that the most frequently used keywords in the literature were respectively the use of materials and technological tools in teaching Turkish as a foreign language, reading skills, language teaching, culture teaching, vocabulary teaching and linguistics. [ABSTRACT FROM AUTHOR]

Today, the need for materials in the field of teaching Turkish as a foreign language is increasing. Especially effective teaching materials play an important role in making the language learning process more efficient and interesting. In this context, examining academic studies on the preparation of teaching materials provides an important accumulation of knowledge in the field. The aim of this study is to examine master's and doctoral theses on material preparation in teaching Turkish as a foreign language. The theses accessed from the National Thesis Center covering the years 2014-2024 were taken as the basis. In this research, 27 theses that can be used in language teaching activities were analyzed using the document analysis method. In the scanning process, basic concepts such as "material, material preparation, material in Turkish teaching and material in teaching Turkish as a foreign language" were used. Descriptive analysis technique was used in the research. It was determined that the majority of the postgraduate theses examined in the study were at the master's level, most of the theses were done in 2019 and 2024, no thesis was found in 2020, it was intensified in recent years, and the method was more prominent. It was determined that the most frequently used keyword was "teaching Turkish as a foreign language" documents were mostly preferred as data collection tools was most commonly used in the studies. [ABSTRACT FROM AUTHOR]

Many people consider the Internet to be refreshingly democratic; everybody appears to have a 'voice,' and there is much sharing of 'open' content. The use of the internet for the learning/teaching of languages often seems particularly apt: People from different countries practice a language as they interact online, at the same time deepening their understanding of other cultures and ways of life (Stockwell [2018]. 'Teaching Culture in Foreign Language Classes.' Foreign Language Education Research 22: 11–23.). This is an intriguing scenario; however, it doesn't always play out in real life, since in truth technology is neither neutral nor unequivocally democratic, and people are often exposed to various forms of virtual supremacy and electronic imperialism. This study attempts to elucidate the lived experiences of Iranian academia with regard to the hegemonies of e-learning, by examining how these hegemonies are operating in the Iranian English Language Teaching (ELT) community under the guise of Computer Assisted Language Learning (CALL). Various ELT stakeholders were interviewed, and recurring themes identified under the six categories of linguistic, technological, economic, educational, sociocultural, and sociopolitical hegemonies of e-learning. It is hoped that this and similar studies will help develop the awareness that is a prerequisite to achieving equity and social justice in digital education. [ABSTRACT FROM AUTHOR]